Answer Of Diploma Assessment
Topic 2
WHAT IS THE ROLE OF A TEACHER IN CLT?
Several roles are assumed for teachers in communicative Language Teaching, the importance of particular roles being determined by the view of CLT adopted. According to Breen and Candlin the teacher has two main roles: the first is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning teaching group. The later role is closely related to the objectives of the first role and arises from it. These roles imply a set of secondary roles for the teacher: first, as an organizer of resources and as a resource himself, second as a guide within the classroom procedures and activities. A third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of learning and organizational capacities.
In the other words
Teachers have to assume the role of facilitator, need analyst, counselor and group process manager.
The teacher facilitates communication in the classroom that is to establish situations likely to promote communication.
During the activities he acts as an adviser, answering students’ questions and monitoring their performance. He might make note of their errors to be worked on at a later during more accuracy-based activities. At other times he might be a ‘co-communicators’ engaging in the communicative activity along with students.
Rather than being a model for correct speech and writing and one with the primary responsibility of making students produce plenty of error-free sentences, the teacher have to develop a different view of learners’ error and of her/ his own role in facilitating language learning.
CLT: Teachers help learners in any way that motivates them to work with the language.
CLT: Learners are expected to interact with other
WHAT IS THE ROLE OF A TEACHER IN CLT?
Several roles are assumed for teachers in communicative Language Teaching, the importance of particular roles being determined by the view of CLT adopted. According to Breen and Candlin the teacher has two main roles: the first is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning teaching group. The later role is closely related to the objectives of the first role and arises from it. These roles imply a set of secondary roles for the teacher: first, as an organizer of resources and as a resource himself, second as a guide within the classroom procedures and activities. A third role for the teacher is that of researcher and learner, with much to contribute in terms of appropriate knowledge and abilities, actual and observed experience of the nature of learning and organizational capacities.
In the other words
Teachers have to assume the role of facilitator, need analyst, counselor and group process manager.
The teacher facilitates communication in the classroom that is to establish situations likely to promote communication.
During the activities he acts as an adviser, answering students’ questions and monitoring their performance. He might make note of their errors to be worked on at a later during more accuracy-based activities. At other times he might be a ‘co-communicators’ engaging in the communicative activity along with students.
Rather than being a model for correct speech and writing and one with the primary responsibility of making students produce plenty of error-free sentences, the teacher have to develop a different view of learners’ error and of her/ his own role in facilitating language learning.
CLT: Teachers help learners in any way that motivates them to work with the language.
CLT: Learners are expected to interact with other